CONTEMPORARY TEACHER LEADERSHIP

ASSESSMENT TWO – REPORT

ALEKSANDRA PAVLOVIC
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Table of Contents:
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Executive summary…………….….…….…...………………………………………..……………………………………..……………………………………..…………………..…………... 3

Background Information…………….……………...……………………………………..…………………..……………………………………..….………………………..……….….......4

Comparative Table….…………………………………………………………………..……………………………………..…………………………..………………………………….……..… 5

Recommendations Report…………………………...……………………………….…………………….…….……………..……………………………………..……………………………8

Reconstructed Unit……………………………………………………………………………....………………..….…………..……………………………………..…………………………….11

Scope and Sequence…………………………………………………….…………...……………..……………………………………..………………………………..… 11

Concept Map……………………..………………………………………………………..……………………………………..…………………………………….….……... 14

Redesigned unit of work…………………………………..…….…………..……………………………………..…………………………...….………………………..15

Racism. No way! worksheet………………………………………………..…….……………………..……………………………………..…………………………….34

Script writing worksheet…………...…………….……………..……………………..……………..……………………………………..………………………….…..36

Assessment task…………..…………..…………………………………………………………………….……………………………..…………………….………….…..37

Marking criteria………………………….………………………………….…...…………..……………..……………………………………..…………………………….39

References………………………………………………………………………..………………………….……….……………..……………………………………..………………………………41

Appendix………………………………………………………………………………………………………………………………………………………………………………………………………42

Executive summary
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This report will analyse an English unit of work from St. Johns Park High School (SJPHS), located in Western Sydney. It will identify
improvements that can be made within the unit of work by using the Understanding by Design (UbD) framework, outlined by McTigue and
Wiggins (2005). The unit in question is a Drama unit for stage four, that I had the privilege to teach during my professional practice placement
in semester two of 2020.

SJPHS is a co-educational secondary school that has just over 900 students enrolled, with 494 boys and 439 girls. The school has a large
number of students who come from a language background that is other than English, with many parents born overseas.

This report will aim to show the practical recommendations and improvements in order for teachers to make sure they meet the three stages
of the UbD framework. These stages according to McTigue and Wigging (2005) are, identify desired results, determine acceptable evidence,
and plan learning experiences and instruction (McTigue & Wiggins, 2005).

This report will conclude with the following recommendations for this year 7 unit of work:

1. Identify the desired results: identifying the goals of the unit in a cohesive and precise manner. This will allow teachers to have a clearer
idea of students’ education and learning. By including the end of unit assessment task, it will enhance the clearness of this unit of work.
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2. Determine acceptable evidence: include relevant activities to accurately complete the desire assessment task goal and unit
understandings. Relevant evidence is needed to reflect the assessment task and learning goals of the unit, in order to fulfill the desired
outcomes.
3. Plan learning experiences: ensure there is a wide range of activities that emphasise the end of unit assessment task. This will encourage
critical and creative thinking skills along the unit of work timeline, to assess students’ understanding and capabilities.

Background information on unit of work

The unit focuses on an Indigenous play called ‘Honey Spot’ written by Jack Davis. It allows students to analyse the play by using fundamental
English language convention, language techniques and understanding Indigenous histories, cultures and traditions. The unit is taught to a high-
performance year 7 class, with few students who are solely picked for this class because of their high performance in other subjects.

This unit of work is at the end of the Year 7 Scope and Sequence, to finish of the year. It focuses on how dramatic texts shape meaning to
relevant Australian society and gives students the opportunity to be exposed with dramatic styles, conventions, features and themes. This will
also give students a chance to appreciate how different cultures communicate and how histories of cultures are shown on a stage.

During my professional practice experience, I had only taught from lessons sixteen and onwards of this unit of work. This therefore means that
this report will only include the UbD framework in the last fifteen lessons.

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Comparative table

Area of Strengths of the area of Concerns of the area of Suggested Changes to Research support for the changes
consideration consideration consideration counteract concerns suggested.

Informs students what is Assessment tasks was not Incorporate activities that Constructivism “establishes an
Critical and a play and what they developed; therefore, are not too teacher centred educational process that is not based on
Creative consist of assessment task needs to such as yarning circles to what the teacher has to offer, but is a
Thinking involve critical and develop students’ social natural process spontaneously carried out
Informs students the creative thinking interactions by students” (Spooner, 2015) – coined by
differences in plays, Piaget and Bruner, this type of theory will
prose and poems Does not allow students Yarning circles support students in gaining knowledge by
to interact with one allow using students’ current knowledge
Students are exposed to another – extremely with new concepts and ideas (Spooner,
changing prose into plays teacher-based learning 2015).

What the cover of the Yarning circles are a “speaking and

play can represent – class listening practice that can be used for
discussion reflecting on new experiences or for
rehearsing ideas in preparation for writing
or drama activities” (Mills, Sunderland &
Davis-Warra, 2013) – as the final
assessment task is to compose a new
script for a new scene of the play, this will
help students to convey ideas for the task
As this unit of work Not enough real-life Include articles about When constructing a unit of work, a “tight
Ethical includes Indigenous comparisons, such as Indigenous histories, alignment is needed between unit goals
Understanding culture and histories, it research and own student traditions and cultures and unit assessments” which means “all
s also takes into experiences key goals should be explicitly assessed
consideration how Group research tasks through tasks or prompts thoughtfully
Indigenous people feel Many of the activities do crafted to reveal the student’s current
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when racism is evident. not link back to any form Yarning circles proximity to each goal (Dack & Marlin-
Students therefore have of assessment – as there Knoblich, 2019). That being said, I have
the opportunity to was none included included a few lessons about Indigenous
identify racial behaviours culture and traditions, the importance of
the play, the different perspectives and
how to construct a play. This will give a
foundation for students to be able to
complete the final assessment task.
There are few links of Because there is no Activities which include “Students will be unable to give
Understanding what is expected assessment task within Indigenous histories – what satisfactory responses when the design
by Design throughout the unit and this unit, there is no clear they have unfortunately does not provide them with clear
what students should goal for students to endured in purposes and explicit performance goals
understand by the end achieve. There are not highlighted throughout their work”
enough connections Including Racism. No way! (Wiggins & McTighe, 2005) – as students
between play and context Activity worksheet – are not provided with what their
to enable a desired result. involve students in things assessment task is, with the lack of
that have occurred in the activities to help get to the end result
By not including media
Indigenous histories, a
lack of perspectives in How to write a play in the The unit lacked connecting students’
Indigenous and non- last few lessons “current knowledge and past
Indigenous people, experiences” to new ideas and concepts
students will not grasp Yarning circles (Spooner, 2015).
why the play is important.
Constructivism “establishes an
Not enough evidence to educational process that is not based on
allow students to produce what the teacher has to offer, but is a
their assessment task. natural process spontaneously carried out
by students” (Spooner, 2015).

By adding in the yarning circle activity, not

only does it include and expose students
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to a traditional Indigenous way of

communication, but it also gives students
the opportunity to “construct their own
knowledge” (Spooner, 2015).

“Yarning circles provide a context for

students to use spoken language to
develop their reasoning and reflect on
issues in depth” (Mills, Sunderland &
Davis-Warra, 2013) -

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Recommendations
For this unit of work, the following recommendations have been improved by using the Understanding by Design framework (UbD), which was
created by Wiggins and McTighe (2005). Each recommendation will be justified by other sources, to convey its effectiveness to increase
success within the unit, concerning teaching and learning. The specific changes will be identified within the unit of work and will follow the
three stages of backward design, by recognising the desired goal of the unit.

1. Identify the desired results: identifying the goals of the unit in a cohesive and precise manner. This will allow teachers to have a
clearer idea of students’ education and learning. By including the end of unit assessment task, it will enhance the clearness of this
unit of work.

According to Wiggins and McTighe (2005), “students will be unable to give satisfactory responses when the design does not provide them
with clear purposes and explicit performance goals highlighted throughout their work”. During my professional practice, I had noticed that
the assessment task, that I would be present for during professional practice, was not included in the unit of work. This therefore meant
that students did not have anything to move forward with in terms of their learning, students were not able to provide satisfactory
responses and teachers were not able to assessment of learning. Throughout my time teaching the last few lessons of this unit, students
were constantly asking what the assessment task for the play was. Therefore, I was not able to identify the goal and/or the big idea of what
I was teaching. That being said, the first thing that will be changed within this unit is including the end of unit assessment task. At the time,
my mentor teacher had told me that depending on the class’ academic ability throughout the unit, the assessment tasks will be
determined by each teacher who teaches year 7. However, this does not give an indication of the desired outcomes that will be placed for
students, which will also mean the essential questions that need to be asked, that Wiggins and McTighe stress, when using UbD, is not
included (2005). According to Wiggins and McTighe, “considering such questions is key to fluent and flexible performance” in a student’s
and teacher’s learning. These particular questions are to also “stimulate thought” and to “provoke inquiry, and to spark more questions –
not just pat answers” (Wiggins & McTighe, 2005). This is the reason why inquiry questions are needed for this unit, to determine the end of
unit assessment task. I have added an inquiry questions section within this unit which identifies the main concepts of the play Honey Spot.
This will ensure that students will meet desired results, and also allow teachers to have clearer targets within the classroom.

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Within the unit, I have also added the final assessment task students will need to complete. This assessment will include the desired goals
and will allow students to express their understanding of the play. This will be done by allowing students to compose a new script to a new
scene of the play after the ending. Students have a choice to continue the story where it left off or write a story about the characters in the
future. This will show teachers if the essential inquiry questions have been met throughout the unit.

2. Determine acceptable evidence: include relevant activities to accurately complete the desire assessment task goal and unit
understandings. Relevant evidence is needed to reflect the assessment task and learning goals of the unit, in order to fulfill the
desired outcomes.

The next stage of the UbD framework is to factor in acceptable evidence in order to provide students with an understanding of the unit’s
learning goals and end of unit assessment task. According to Wiggins and McTighe (2005), “backward design orientation suggests that we
think about a unit or course in terms of the collected assessment evidence needed to document and validate that the desired learning had
been achieved, not simply as content to be covered.” As this unit did not include an assessment task, it was structure incorrectly which
gave no indication of acceptable evidence. Therefore, I have redesigned the unit to include relevant tasks to see the perspective of
characters and the importance of stereotypes and racism within the Indigenous community. When constructing a unit of work, a “tight
alignment is needed between unit goals and unit assessments” which means “all key goals should be explicitly assessed through tasks or
prompts thoughtfully crafted to reveal the student’s current proximity to each goal (Dack & Marlin-Knoblich, 2019). That being said, I have
included a few lessons about Indigenous culture and traditions, the importance of the play, the different perspectives and how to construct
a play. This will give a foundation for students to be able to complete the final assessment task, which is writing a new script to a new
scene of the play, however the students wish to do so. This gives teachers, an indication if students can answer the essential questions
confidently. Students will do a character and scene analysis to demonstrate their understanding of the play. By doing so, this will also
prompt students to reflect on such analysis’ and understand the unit content better.

Within the unit of work, I have also made sure to extend the learners’ understanding by asking students to “explain in their own words how
they have drawn conclusions and inferences about understandings and essential questions” and to “apply their learning to new, real-world
situations (Wiggins & McTighe, 2011, as cited in Dack & Marlin-Knoblich, 2019). To change this unit of work to include this, I have added a
few class discussions (yarning circles, an Indigenous process of talking amongst a group of people) and mind maps to allow students to
explain in their own words their understanding of the play and the many perspectives that are seen within it. By doing so, essential

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questions can be answered and therefore, gives students the “opportunity to deal with texts on a deeper level, to reason together and to
let students provide each other with context, perspectives and evidence”, (Willemsen, et al., 2018).

3. Plan learning experiences: ensure there is a wide range of activities that emphasise the end of unit assessment task. This will
encourage critical and creative thinking skills along the unit of work timeline, to assess students’ understanding and capabilities.

I had noticed that during my practicum, this unit of work did not have many social activities among the year 7 students. Most of the time
students were given worksheets about the play, and class discussion was very limited. This meant that the unit of work was very teacher
centred and not so student centred. The unit lacked connecting students’ “current knowledge and past experiences” to new ideas and
concepts (Spooner, 2015). A way to look at this is a theory that was coined by Jean Piaget and Jerome Bruner called the constructivist
theory. Constructivism “establishes an educational process that is not based on what the teacher has to offer, but is a natural process
spontaneously carried out by students” (Spooner, 2015). This means that students do not simply listen to the teacher during the whole
lesson but are able to experience the classroom as a learning environment with their fellow peers (Spooner, 2015). By adding in the yarning
circle activity, not only does it include and expose students to a traditional Indigenous way of communication, but it also gives students the
opportunity to “construct their own knowledge” (Spooner, 2015). A yarning circle is a “speaking and listening practice that can be used for
reflecting on new experiences or for rehearsing ideas in preparation for writing or drama activities (Mills, Sunderland & Davis-Warra, 2013).
It involves the teacher to pick a topic, while students discuss the topic, however only the person who is talking must be holding the
message stick. The message stick is placed in the middle of the circle and the stick gives the indication to students that only the person who
is holding the stick is allowed to speak. While the person who is holding the message stick is speaking, all students must listen with respect.
When the student finishes speaking, the message stick is placed back in the center of the circle. By including yarning circles within the unit,
it will therefore create a learning environment for students to create their own knowledge and will give students the best opportunity to
make sense of information (Spooner, 2015). Spooner (2015) states that “a student involved in active/constructive learning becomes self-
directed, creative and innovative through analysis, conception and synthesis, which create knowledge”. This is why I have added more
activities which allow students to answer the key questions of this unit of work, as well as getting a more accurate idea of Indigenous
culture, traditions and histories.

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The end of unit assessment task asks students to create a new script to a new scene of the play from where it had left off, this means that
the last few weeks of the unit I have included two lessons to focus on how to write a play. This lesson will include how to use the
perspectives of characters within the scene and how important Indigenous histories come into play when writing in different perspectives.
The two lessons will also include an example of what is expected of students, to give them an idea of how to structure the assessment task.

Reconstructed unit of work:

A: Scope and sequence

Created for unit of work as it was not provided.

English stage 4 – year 7

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10

Creative writing - I am an Author: The unit allows Persuasive writing: students will explore the notion of persuasive texts
students to explore the way authors tell a story. Students and how the structure of them is important to influence audiences.
will develop an understanding on how to construct a Students will understand a variety of language techniques and pervasive
Termstory
1 using story features to compose their own creative devices in order to produce a speech to persuade an audience. Students
piece. Students will be exposed to different excerpts to will be exposed to a variety of persuasive writing pieces and topics that
an idea of what is considered an imaginative and creative demonstrate manipulating language and how images can be used as a
piece. The unit will also focus on the different modes, form of persuasion.
perspectives and forms stories can be conveyed in.

Outcomes: EN4-2A, EN4-5C, EN4-8D, EN4-9E Outcomes: EN4-1A, ACELA1543, ENA-3B, EN4-4B,

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Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10

Close study text: novel Autobiographies: This unit will give students the
‘Hatchet’ – Gary Paulsen: The unit is a close study of the novel Hatchet opportunity to understand the features of an
by Gary Paulsen. Students will analyse the novel by exploring autobiography. Students will have the opportunity to
Termcharacters,
2 themes and language used in the novel. The novel allows create a piece to show language techniques, images,
students to explore the sense of growth and independence, by also purpose and the use of vocabulary and grammar.
making a connection with the protagonist. Students will be exposed to multiple autobiographies
and use this as a model to create their own.

Outcomes: EN4-2A, EN4-3B, EN4-5C, EN4-9E Outcomes: EN4-1A, EN4-3B, EN4-4B

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10

Poetry: Students will study poems based on Drama: ‘Honey Spot’ – Jack Davis: Students will undertake the study of an
journeys and travel. The unit will allow Australian play ‘Honey Spot’. Students will learn how dramatic meaning is
Term 3
students to be exposed to poetry analysis, conveyed through dramatic styles, conventions, features and themes. Students
poetic devices and language techniques. will appreciate how different cultures communicate experience and history of
Students will appreciate different styles and
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moods conveyed by poets, and also have the cultures through different dramatic forms on stage.
opportunity to construct their own poem.

Outcomes: EN4-1A, EN4-3B, 5 EN4-C, EN4- Outcomes: EN4-1A, EN4-3B, EN4-5C, EN4-8D and EN4-9E
4B, EN4-8D

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10

Film study: Pop culture: This unit focuses on the study of pop culture
E.T. the Extra-Terrestrial (G) – Steven Spielberg: Students view the and how it has influenced individuals through film, novels,
film E.T. the Extra Terrestrial by Steven Spielberg. The unit will and social media. In this unit students will explore multiple
Termfocus
4 on the cultural interpretations of living being beyond the pop culture avenues such as:
Earth and how social and gender perspectives can be portrayed in
film. Students will also analyse camera angles/shots and how it  Songs
portrays characters, mood, and scenes.  Books
 Movies
 TV shows

Social media – Instagram, Facebook, Snapchat etc.

Outcomes: EN4-1A, EN4-7D, ENL4-4B, ENLS11B Outcomes: EN4-1A, EN4-2A, EN4-3B, EN4-5C

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B: Concept map: created for unit of work as it was not provided.

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C: Redesigned unit of work using UbD

Highlighted fragments are what have been added and/or changed

7-4 Unit – Drama Honey Spot

TERM 3 Stage 4 | ENGLISH

RATIONALE

Students will undertake the study of an Australian play ‘Honey Spot’. Students will learn how dramatic meaning is conveyed through
dramatic styles, conventions, features and themes. Students will appreciate how different cultures communicate experience and history of
cultures through different dramatic forms on stage.

OUTCOMES ESSENTIAL QUESTIONS/BIG IDEAS

EN4-1A responds to and composes texts for understanding, How do dramatic texts shape meaning that is relevant to Australian
interpretation, critical analysis, imaginative expression and pleasure society?
EN4-3B uses and describes language forms, features and structures
of texts appropriate to a range of purposes, audiences and contexts Why is Honey Spot an important play?
EN4-5C thinks imaginatively, creatively, interpretively and critically
about information, ideas and arguments to respond to and compose What does the role of different perspectives show to the audience?
texts
EN4-8D identifies, considers and appreciates cultural expression in How is different perspective conveyed within the play?
texts
EN4-9E uses, reflects on and assesses their individual and How do you write a play which includes different perspectives?
collaborative skills for learning

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INTELLECTUAL QUALITY TAUGHT

DK Deep Knowledge 
ASSESSMENT FOR LEARNING ASSESSMENT AS LEARNING ASSESSMENT OF LEARNING
DU Deep Understanding 
Identify the evidence about students’ Identify opportunities for students to assess Identify evidence to be used in assessing
PK
knowledge,Problematic Knowledge
skills, and understanding used to
their own learning student achievement against the outcomes
inform
HOT teaching
Higher(formative assessment)
Order Thinking  (summative assessment)
 Group research and analysis
M TEAL paragraphs based on characters   Comprehension questions based on
Metalanguage  Students to create a new script for a
SC andSubstantive
their relationships and themes
Communication different scenes of ‘Honey Spot’ new scene of the play
portrayed in ‘Honey Spot’.  Scene analysis
QUALITY LEARNING ENVIRONMENT
 Class discussion - yearning circles  Understanding the conventions of a
EQC Explicit Quality Criteria  play and how it creates meaning
through staging, setting, scene
E Engagement 
analysis, etc.
HE High Expectations  Class discussion – yarning circles
SS Social Support  Indigenous histories

SSR Students’ Self-regulation 

SD Student Direction 
LEARNING ACROSS THE CURRICULUM
SIGNIFICANCE
CROSS-CURRICULUM PRIORITIES TAUGHT
BK Background Knowledge 
CK ATSI
Cultural 
ATSI histories and cultures
Knowledge 
KI Asia and Australia’s 
Knowledge Integration
AE
engagement with Asia
I Inclusivity 
S Sustainability 
C Connectedness 
NGENERAL CAPABILITIES
Narrative 

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Critical and creative

CCT 
thinking
EU Ethical understanding 

ICT ICT capability

IU Intercultural understanding 

LIT Literacy 

NUM Numeracy
Personal and social
PSC
capability
OTHER LEARNING ACROSS THE CURRICULUM AREAS

CC Civics and citizenship

DD Difference and diversity 

WE Work and enterprise

MODIFICATIONS & EVIDENCE OF

OUTCOMES TEACHING AND LEARNING
EXTENSION LEARNING/RESOURCES
From the A. STRUCTURED B. CORE UNDERSTANDINGS Consider what evidence of
selected (ADJUSTED) What do you want the students to do to achieve the learning learning is required to
outcome(s), WHAT DO YOU WANT goals? determine the level at
list the THE STUDENTS WHO which students are
outcome ARE NOT ABLE TO This section should: achieving outcomes.
content ACHIEVE CORE  list activities in which students will engage with the central
students will UNDERSTANDINGS concepts of the unit
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cover for TO DO TO ACHIEVE  show the logical sequence of activities

learning THE LEARNING  show how all three types of assessment (as, of and for) will be
experiences. GOALS? addressed to develop students learning
 Embed Formative Assessment strategies in the core teaching
This section should: and learning activities
list the  Include a culminating activity that brings all learning of the unit
questions/activities together
which build foundation
knowledge,
understandings, and
skills to support
students’ progress to
achieving core learning
experiences and
understandings
Lesson 1: Introduction  Brainstorm in English
 In student English books and as a class, teacher and students books
brainstorm and discuss:  Whiteboard/Smartboard
o What is a play?
o Where are plays held?
o Have students seen any plays? If so what were they?
o Can students provide any examples of plays that they
know of?
o Do students know the structure of a play script? What is
included in a play script?
o Why do people see plays?
o Any other interesting facts that students know in  ‘Differences and
relation to what’s involved in a play and play script? Similarities between
plays and Poems’ WS
The Differences Between Plays, Prose and Poems

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 Teacher asks students “Do you like listening to poems or

watching plays? Why?”
 Students are to complete worksheet ‘Differences and
Similarities between plays and Poems’.
 Teacher and students discuss answers as a class.
Lesson 2:
 Students are to read, discuss and complete worksheet ‘What is  ‘What is a Play Script?’
a Play Script?’ WS
 Teacher hands out worksheet ‘Annotation of a Play Script  ‘Annotation of a Play
‘Angels Children’. Teacher and students specifically look at the Script ‘Angels Children’
structure of a script. WS
 Students are to complete worksheet ‘Annotation of a Play  ‘Changing Prose into a
Script ‘Angels Children’. Play Script’ WS
 Teacher then hands out ‘Changing Prose into a Play Script’.
 Teacher and students read excerpt from The Lion, the Witch
and the Wardrobe. Students are to then change the prose into
a play script.
Lesson 3:
 Teacher hands out play ‘Honey Spot’.  Play ‘Honey Spot’
 Teacher and students are to read and discuss the blurb of  Brainstorm about blurb
‘Honey Spot’ – yarning circle activity = class will be divided into of play
2 groups. One group will talk about the topic, while the other  ‘Introducing Honey
group listens. Once the first group has completed speaking Spot’. WS
about the topic, group two will discuss their ideas, as well as  Yarning circle
group one’s ideas/conversation > yarning circle will continue
until all students understand content
 Teacher and students are to then focus on the front of the play.
Students and teacher look very carefully at the cover of the
play.
o What is the significance of the colours used?

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o What is the artist “saying” by her presentation of the

ballerina and the Aborigine?
o What are the connotations of the title The Honey Spot?
 Students and teacher to brainstorm or dot point notes on
board and students copy down in their English Books.
 Teacher hands out worksheet ‘Introducing Honey Spot’.
 Students are to complete the above worksheet which focuses
on the front cover, blurb and predictions of the play.
Lessons 4 - 6 Understanding Honey Spot
 Teacher hands out ‘Honey Spot – Plot’ worksheet.  Play – ‘Honey Spot’
 Teacher and students are to read together the plot of the play  ‘Honey Spot – Plot’ WS
and have a small discussion on their thoughts on the play –  ‘Understanding Honey
yarning circle activity = class will be divided into 2 groups. One Spot 1’ WS
group will talk about the topic, while the other group listens.  ‘Understanding Honey
Once the first group has completed speaking about the topic, Spot 2’ WS
group two will discuss their ideas, as well as group one’s  A3/A4 paper
ideas/conversation > yarning circle will continue until all  ‘Understanding honey
students understand content Spot 3 – Research’ WS
 Teacher hands out worksheet ‘Understanding Honey Spot 1’.  Laptops/Library
 Teacher and students read through the synopsis and the  Yarning circle
importance of Aboriginal Language, especially that of Noongar
which is focused on in the play.
 Teacher and students complete worksheet. All question on
handout.
 Teacher hands out worksheet ‘Understanding Honey Spot 2’.
 Teacher and students read through the importance of an
Aboriginal Totem, especially focused on in the play.
 Teacher also hands out A3/A4 paper to students in order for
them to create their own totem. Student totems will be
presented to the class and also displayed in class.

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 Teacher and students also read the 2 excerpts on worksheet

based on significance of animals and totems in Aboriginal
culture and complete corresponding questions found on
handout.
 Teacher hands out worksheet ‘Understanding honey Spot 3 –
Research’.
 Students are to research the Bangarra Dance Theatre in pairs,
create dot points of interesting facts about this dance
company, watch some dances by the theatre company on
YouTube, write a paragraph about the dances they have viewed
and then report back to the class with their findings.
 Students to research Aboriginal language words – translate to
English
Lessons 7 and 8:
 Teacher and students read Scenes 1-5 of ‘Honey Spot’ as a  Play - Read scenes 1-5 of
class. Make sure to choose students to read the different ‘Honey Spot’
characters represented in the play in order for the students to  ‘Reading Honey Spot –
gain a clear perception of the play and as a dramatic Scenes 1-4’ WS
representation. As a suggestion, teachers and students should
act out certain scenes if time permits.
 Teacher hands out worksheet ‘Reading Honey Spot – Scenes 1-
4’ and answer questions.
Lessons 9 and 10:
 Teacher and students read Scenes 6-10 of ‘Honey Spot’ as a  Play - Read scenes 6-10
class. Make sure to choose students to read the different of ‘Honey Spot’
characters represented in the play in order for the students to  ‘Reading Honey Spot –
gain a clear perception of the play and as a dramatic Scenes 6-10’ WS
representation. As a suggestion, teachers and students should
act out certain scenes if time permits.
 Teacher hands out worksheet ‘Reading Honey Spot – Scenes 6-

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10’ and answer questions.

Lessons 11-13: Stage Directions and their Meanings
 Teacher hands out ‘Honey Spot – Stage Directions and their  Play – ‘Honey Spot’
Meanings 1’ worksheet.  ‘Honey Spot – Stage
 Teacher and students read Scene 7 from Honey Spot. Directions and their
 Teacher and students complete the table on the worksheet Meanings 1’ WS
which focuses on language techniques and how meaning is  TEAL System
created through these techniques.  Group work - ‘Honey
 Teacher then scaffolds a TEAL paragraph using the analysis they Spot Poem’ WS
have used to complete the table on the worksheet. Teacher to  ‘Honey Spot – Stage
reconfirm student understanding of TEAL system and create Directions and their
paragraph with students. Meanings 2’ WS
 Group Work
o Teacher places students into groups of 4.
o Teacher then hands out ‘Honey Spot Poem’ worksheet.
Worksheet is to be printed on A3 paper for each group.
o Teacher and students read the poem as a class. This
poem is also located in Scene 7.
o Teacher then instructs that in their groups, students are
to highlight all the techniques found in the poem. In
addition, in dot points, students are then to write down
each of the meanings created through the language
techniques that they have highlighted.
o Once finished, a student from each group is to present
their findings to the rest of the class.
o While a student is presented, if new information is
presented that a group has not written down, they are
to write down these techniques and meanings on their
group annotation in a different colour (to differentiate
what information is their groups and information

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received from other groups).

o Once the exercise is complete, teacher is then to collect
the group annotations, collate information and create
an annotation sheet for students so that students all
have a copy of the analysis of the poem.
 Teacher hands out worksheet ‘Honey Spot – Stage Directions
and their Meanings 2’ worksheet to students.
 Students are to re-read scenes 1, 6 and 9 to refresh their
memories.
 Students are to answer corresponding questions on worksheet
and complete tables on worksheet for further analysis.
Lesson 14: Honey Spot – Setting
 Using the Smartboard, teacher and students watch the  Play – ‘Honey Spot’
following YouTube clip:  Smartboard and
https://www.youtube.com/watch?v=YIDF6fDlEhE YouTube
 Teacher and students then discuss how the set was portrayed,  ‘Honey Spot – Setting’
what students observed, how did the actors move on stage, WS
etc. (Students might need to watch this a second time in order
to clearly observe the staging of Honey Spot).
 Teacher hands out worksheet ‘Honey Spot – Setting’.
 Students are to create their own set design of ‘Honey Spot’,
understanding that there are three locations used in the play
and that all locations must be accessed in their set design
creation. Encourage students to think about mechanical devices
that can be used to transform the stage instead of separating
the stage into 3 sections to suit the three locations of the play.
Lessons 14 and 15: Characters and their Relationships
 Group Work  Play – ‘Honey Spot’
o Teacher places students into groups. There should be 5  Group work - ‘Honey
groups in total. Spot – Characters and

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o Teacher then hands out ‘Honey Spot – Characters and their Relationships’ WS
their Relationships’ worksheet.  ‘Honey Spot – What Did
o Teacher and students read worksheet information I Find?’ WS
together.  ‘Honey Spot –
o Teacher then hands out ‘Honey Spot – Characters and Characters and their
their Relationships 2’ worksheet Relationships 2’ WS
o Teacher allocates each group a character (look at
‘Honey Spot – What Did I Find?’ worksheet). From this,
each group is to find quotes to correspond to their
personalities, character traits and relationships with
other characters within the play. Allocate enough time
for students to find sufficient quotes in order to create
analysis for each character.
o Students are to complete the worksheet ‘Honey Spot –
Characters and their Relationships 2’ in their groups.
o Once students have finished, each student is to join
another group and fill out information based on another
character and their relationship. From this, in the ‘new’
groups created, there should be a different member
from their original group, so that each student
completes each section of the worksheet.
o NOTE: There should be a student from every group to
create the new group. Therefore, everyone in the ‘new’
group should be sharing new information, so by the end
of the lesson, the ‘Honey Spot – Characters and their
Relationships 2’ worksheet should be completely filled.
o Students to share responses with class.
Lessons 16: Characters and their Relationships Extended
Response  Play – ‘Honey Spot’
 Teacher is to use last lessons work ‘Honey Spot – Characters  ‘Honey Spot –
and their Relationships 2’ table information to form a class
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TEAL paragraph construction with the class. Characters and their

 Teacher and students to highlight the following in different Relationships 2’ WS
colours:  TEAL System
o Topic Sentence  Smartboard/Whiteboard
o Example
o Analysis
o Linking and Concluding Sentence

 Peer marking of TEAL paragraph between students – person

next to them

Lessons 17 and 18: Themes in Honey Spot

 Teacher and students brainstorm potential themes that are  Play – ‘Honey Spot’
portrayed in the play after reading it (see lessons 7-10)  Whiteboard
 Teacher writes student answers on board as a mind map
 Teacher and students to write these down as a class
 Teacher then creates a table on Smartboard writing these
themes down in a column that are suggested by the students.
The teacher and students then in another column
corresponding to the themes written down, write down
suggested scenes and events of the play that correspond with
the themes.
THEME SCENE/QUOTE
 

 The teacher then selects the themes that they think are the
most important and break the class into theme groups. Within
these groups, students then need to find quotes that are
relevant to these themes on butcher’s paper.
 Students need to present their findings to the class

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Lessons 19 and 20: Honey Spot and Racism (Theme)

 Using the Interactive Whiteboard, access the following image  Smartboard
using the URL https://racismnoway.com.au/wp-  Internet
content/uploads/2016/03/Alice-Springs.jpg  ‘RACISM. No Way!’ WS
 A4 Paper
 ‘Honey Spot - Themes of
Racism’ WS
 TEAL System
 ‘Honey Spot - Themes of
Racism 2’ WS


 Ask following questions:
Who is in the wrong? Why?
What perspective does the non-Indigenous woman have?
What perspective does the two Indigenous women have?
 Teacher then hands out worksheet on ‘RACISM. No Way!’
 Students are to research information regarding the cartoon,
answer the corresponding questions, then create their own
cartoon based on an issue they are confident about or have
heard of in the media. Students are to write their responses in
their English books.
 Students are to create their cartoon on a blank A4 sheet of
paper in order to present to the class and display in English
room.

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 Teacher hands out worksheet ‘Honey Spot - Themes of Racism’.

Students to complete worksheet.
 Teacher then hands out worksheet ‘Honey Spot - Themes of
Racism 2’.
 Teacher and students fill out analysis table with quotes already
given. Teacher should only guide students in their analysis for
the last 2 quotes in the table after modelling how to write
analysis for quotes in the table. Let the students have a go.
 Teacher and students then create a class TEAL paragraph based
on the analysis table completed on the worksheet ‘Honey Spot
- Themes of Racism 2’. This TEAL paragraph task is written on
the worksheet.
Lesson 21: Honey Spot and Australia’s History (Theme)
 Research Task: (This could be completed in small groups of 2)  Play – ‘Honey Spot’
o Students are to complete ‘Honey Spot - Australian  ‘Honey Spot - Australian
History Research Task’ worksheet. History Research Task’
o This research task should be presented as an  Laptops/Library
information sheet. Make sure to encourage students to
present the fact sheet in an appropriate manner to fit
the criteria.
o Teacher to either book library or English laptops for
research task to be completed.
o Students are to research 5 major events that occurred
in Australia from 2000 in the form of a timeline.
o Students are to also include 5 corresponding images
alongside their timeline research.
o Students are then to use the quotes attached on the
worksheet and research an image to match the quote
from the play. Encourage students to think ‘outside the
box’ and be imaginative and creative when connecting

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an image to the quote.

o Students are then to explain why they have matched
their image to the specific quote in relation to the play.
Lesson 22: Honey Spot and Culture (Theme)
 Teacher guides a discussion about the theme of culture, asking  Play – ‘Honey Spot’
the students about what is culture and asking students about  ‘What is Culture?’ WS
their own culture: what makes is different to others, any special  Smartboard/Whiteboard
rituals or ceremonies, etc. this discussion should be an open  ‘Honey Spot – Theme of
discussion with all the class to be involved and to share Culture’
experiences and memories. – yarning circle activity = class will  Yarning circle
be divided into 2 groups. One group will talk about the topic,
while the other group listens. Once the first group has
completed speaking about the topic, group two will discuss
their ideas, as well as group ones ideas/conversation > yarning
circle will continue until all students understand content
 Teacher the hands out worksheet ‘What is Culture?’
 Students are to complete the worksheet individually. Once
worksheet is completed, students share answers with each
other.
 Teacher then directs discussion to what culture or cultures are
presented in the play ‘Honey Spot’. – yarning circle activity =
class will be divided into 2 groups. One group will talk about the
topic, while the other group listens. Once the first group has
completed speaking about the topic, group two will discuss
their ideas, as well as group one’s ideas/conversation > yarning
circle will continue until all students understand content
 Teacher writes answers down on smartboard or whiteboard for
students to copy down in their English books.
 Teacher hands out worksheet ‘Honey Spot – Theme of Culture’.
 Students are to complete the analysis table.

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Lessons 24-26: Reconciliation

 Teacher and students to brainstorm what the term  Play – ‘Honey Spot’
‘Reconciliation’ means and involves.  Smartboard/Whiteboard
 Teacher to write responses on whiteboard or Smartboard and  ‘Five Fast Facts –
students to copy down notes in their English books. Reconciliation Australia’
 Teacher displays ‘Five Fast Facts – Reconciliation Australia’ on WS
Smartboard. Teacher and students read together and discuss as  ‘Honey Spot – Theme of
a class. Reconciliation’ WS
 Teacher then initiates discussion about the Bridge Walk of 2000  Group work
to see student understanding of what happened, why it  Laptops/Library
happened and how it happened.  Research
 Teacher then hands out fact sheet about the Bridge Walk to  A4/A3 paper
students ‘Honey Spot – Theme of Reconciliation’.
 Teacher and students read fact sheet as a class.
 Teacher then asks students to group themselves into groups of
four. Each group will need to assign:
 A reporter
 An Aboriginal elder
 A non-aboriginal supporter of the bridge walk
 A non-aboriginal spectator who does not support the bridge
walk
 Teacher then asks students to devise and build a scene around
the reporter interviewing the three characters. Students will
then present their scene to the rest of the class. Students can
either simply read out their script or act out their script if time
permits or if students feel comfortable doing so.
 Teacher should allow time for students to research interviews
already conducted in order for students to create their scenes.
Students should use computers or English laptops to do so.
 Teacher hands out worksheet ‘Honey Spot – Theme of
Reconciliation’.

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 Students are to complete the analysis table.

Designing a Poster
 Teacher to state that each year, National Reconciliation Week
has a different theme. Some past themes have been
Communities working together (1998), Walking Together
(1999), Sharing our future: The next steps (2000),
Reconciliation: Keeping the Flame Alive (2001), and
Reconciliation: It’s Not Hard to Understand (2003). The theme
for 2012 is Let’s talks recognition! With a focus on how
Australians can better recognise each other, and recognise the
contributions, cultures and histories of Aboriginal and Torres
Strait Islander peoples.
 Teacher instructs students that individually they will design a
Poster on A4 paper Advertising National Reconciliation Week
2022.
 Students must create a theme for the week and this theme
must be featured on the poster.
Lessons 26: Honey Spot – Putting it all Together
 Using the themes of Racism, Australia’s History, Culture and  Play – ‘Honey Spot’
Reconciliation, teacher is to model an extended response with  TEAL paragraph
the class discussing the themes presented in the play ‘Honey  Smartboard/Whiteboard
Spot’ and how meaning is created through these themes.  Assessment notification
 Extended responses should include:
Introduction
2 paragraphs on 2 themes
Conclusions

 The extended response should have minimum of 4

paragraphs using the TEAL system
 Once extended response has been completed, students
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need to highlight the TEAL system used within the

paragraphs. 4 different colours should be used to do this
and a key should be used

Teacher to hand out assessment notification to students

Teacher to explain what is asked of them from assessment task
Lesson 27 and 28: script writing  Script writing
WS
Teacher to hand out script writing work sheet to showcase what
must be included:
 Setting
 Characters
 Plot – purpose of the scene
 Conclusion
 Stage directions
 Perspectives
 Dialogue
 Narrator
Teacher to tell students to have a look at how ‘Honey Spot’ was
written. Get inspiration from the play itself.

Students to have a go at script writing in lesson 27.

Lesson 28: students to swap with another student to mark each

other’s work and give suggestions
Lessons 29-30: Assessment Preparation
Assessment task:  Play – ‘Honey Spot’
Students to create another scene of the play which must include  Assessment Task
main characters, common themes an appropriate language and  All notes/worksheets
language techniques from unit

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 Teacher to explain assessment task to student

 Teacher allows time in class in order for students to prepare for
their assessment task.

From here on, students to work on assessment task in own time

D: Racism. No way! Worksheet: Added as additional activity to unit of work

RACISM. NO WAY!
CARTOONS: PERSPECTIVES WORKSHEET

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1. Outline the issue presented in Peter Nicholson’s cartoon Aboriginal lifesaver students barred from Alice Hostel.
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
____________________________________________________________
What is the context for this cartoon?
Why do you think it was produced in March 2008?
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
____________________________________________________________

How has the cartoonist communicated this issue to his audience?

Consider the techniques used such as context, target, irony, dialogue.
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
____________________________________________________________

Describe the style Nicholson uses in his cartoon (his use of images, language and humour).
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
____________________________________________________________

Do you think the cartoon is effective? Why?

__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
___________________________________________________________________________________________________________

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Do you think this cartoon is offensive? If so, who might it offend and why?
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
___________________________________________________________________________________________________________

2. Make a list of issues that have recently been in the media. These may include issues relating to sport, the environment, health, education,
political struggles within parties, politicians individual challenges, overseas current events or any social issue.

Select an issue and write a brief outline of the subject matter.

Try to be as specific as possible. Consider the following points for each one:
 Who or what may be the participants in this issue or the target for a cartoon?
 What is the context for the political cartoon? Outline some of the previous debate or other points of views expressed.
Issue:
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________

People, ideas, bodies such as institutions or ideas who may be the target of the issue:
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
____________________________

Now select one of the above targets and consider the position taken by this target on the issue. How might you choose to construct an image of
this target? Look at a range of cartoons to help with this if necessary
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
____________________________

What point would you like to highlight in your cartoon? Consider the symbols that you could use to communicate this point.
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
____________________________

Attempt your own cartoon! You will probably need some time and lots of attempts at it before you are satisfied that your point is clear to others.
Good luck!

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Script writing questions worksheet

Created as additional activity to unit of work

Script writing – ‘Honey Spot’

Use these key questions to help you develop your scene:

1. What is the purpose of your script/scene?

2. What personality does your characters have?
3. In what period is your scene set in?
4. Where is your scene taking place? (Setting)
5. What will the narrator be saying?
6. What descriptive words will you be using?
7. What will the characters be saying? (Dialogue)
8. Have you included 3 metaphors and/or similes?
9. Are there extra characters we haven’t met in ‘Honey Spot’? (New characters)
10. How will you include each character’s perspective?

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Assessment task and marking criteria

Assessment task created as there was none included in unit of work

Year 7, Term 3
Stage 4 – English
Unit:

Title of task: scene writing – ‘Honey Spot’ Time allocated: 2 weeks

th
Notification date: week 7, Term 3 – Tuesday 24 August 2021 Weighting: 30%
Due date: week 9, Term 3 – Tuesday 7th September 2021 Type of assessment: Individual
Description of task: After studying the play ‘Honey Spot’ by Jack Davis, students are to compose a new script for a new scene to the play.
The scene can be continued on from where the play had ended or can be a few weeks, months or years later. Students will demonstrate
their understandings of the features of the play and how perspectives of each character, language devices and play conventions play an
important role to convey meaning. The scene must be at least 2 pages long, which includes a coherent play/narrative structure.
Outcomes:
EN4-1A responds to and composes texts for understanding, interpretation, critical analysis, imaginative expression and pleasure
EN4-5C thinks imaginatively, creatively, interpretively and critically about information, ideas and arguments to respond to and compose
texts
EN4-8D identifies, considers and appreciates cultural expression in texts
Criteria for assessing learning:
 Coherent and clear structure of scene
 Correct word and language choice
 Demonstrates understanding of play to coherently produce scene
 Relevant perspectives of each character evident in scene to showcase your understandings of the play
 At least 2 pages
 Relevant language devices and play conventions used
 Include a minimum of 3 metaphors or similes to enhance scene

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Assessment task
‘Honey Spot’ – Jack Davis

You are to compose a new script for a new scene of the play ‘Honey Spot’ by Jack Davis.
Key concept: script writing

What you must include:

 A minimum of 2 pages
 A minimum of 3 metaphors or similes to enhance your new script for the new scene
 A clear structure of the scene with a coherent narrative that matches ‘Honey Spot’ – the purpose of the scene
 Relevant perspectives of each character
 Correct word and language choice
 Play conventions such as: stage directions, settings, costumes, narrator, intermission etc.

In your response, you will be assessed on your ability to:

 Demonstrate an understanding of the elements and conventions of script/scene writing of a play
 Demonstrate an understanding of the purpose of the scene
 Demonstrate an understanding of multiple perspectives
 Demonstrate a creative response that shows the importance of the play ‘Honey Spot’

Students must submit a hard copy to classroom teacher on the due date.

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Marking criteria
Unit:

Name: Class/teacher: Mark: /20

 Demonstrates an excellent and insightful understanding of the context, ideas, and purpose of the scene
 Appropriate and correct use of play conventions and it’s elements
A  Demonstrates highly effective use of metaphor and/or similes (used 3 in total)
17-20  Demonstrates a creative and innovative response to showcase character perspectives
 Appropriate choice of word and language at a high level
 Demonstrates an excellent, original, coherent and creative response
 Demonstrates an insightful understanding of the context, ideas and purpose of the scene
 Correct use of play conventions and it’s elements
B  Demonstrates effective use of metaphor and/or similes
13-16  Demonstrates a creative response to showcase characters perspectives
 Appropriate choice of word and language at an appropriate level
 Demonstrates a coherent and creative response
 Demonstrates an understanding of the ideas and purpose of the scene
 Correct use of play conventions and it’s elements
C  Limited use of metaphors and/or similes
10-12  Demonstrates an average response to showcase characters perspective
 Basic word and language choice
 Demonstrates a coherent response
 Demonstrates a limited of understanding of the purpose of the scene
 Limited use of play conventions and it’s elements
D  Limited to no use of metaphors and/or similes
6-9  Demonstrates a basic response to showcase characters perspective
 Limited word and language choice

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 Demonstrates limited to dull response

 Demonstrates a lack of to no understanding of the ideas and purpose of the scene
 Limited to no use of play conventions and it’s elements
E  Limited to no use of metaphors and/or similes
0-5  Demonstrates lack of understanding of character perspectives
 Limited to no understanding of word and language choice
 Demonstrates a monotonous response
Comments

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References
Dack, H. & Merlin-Knoblich, C. (2019). Improving Classroom Guidance Curriculum With Understanding by Design. The

Professional Counselor (Greensboro, N.C.), 9(2), 80-99.

Mills, K., Sunderland, N., & Davis-Warra, J., (2013). Yarning Circles In The Literacy Classroom. The Reading Teacher, 67(4), 285

289.

Racism. No way!. (n.d.). Racism. No way! Teaching resources. Retrieved June 11, 2021, from

https://racismnoway.com.au/teaching-resources/anti-racism-activities/

Spooner, E. (2015). Interactive student centered learning: A cooperative approach to learning.

Wiggins, G. & McTighe, J., ProQuest, & Gale Virtual Reference Library. (2005). Understanding by design (Expanded 2nd ed.).

Alexandria, VA: Association for Supervision and Curriculum Development.

Willemsen, A., N. Gosen, M., Van Braak, M., Koole, T., & De Glopper, K. (2018). Teachers’ open invitations in whole-class

discussions. Linguistics and Education, 45, 40-49.

Appendix

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Original unit of work – year 7

7-4 Unit – Drama Honey Spot

TERM 3 Stage 4 | ENGLISH

RATIONALE

Students will undertake the study of an Australian play ‘Honey Spot’. Students will learn how dramatic meaning is conveyed through
dramatic styles, conventions, features and themes. Students will appreciate how different cultures communicate experience and history of
cultures through different dramatic forms on stage.

OUTCOMES BIG IDEAS

EN4-5C thinks imaginatively, creatively, interpretively and critically How do dramatic texts shape meaning that is relevant to Australian
about information, ideas and arguments to respond to and compose society?
texts
EN4-8D identifies, considers and appreciates cultural expression in
texts

ASSESSMENT FOR LEARNING ASSESSMENT AS LEARNING ASSESSMENT OF LEARNING

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Identify the evidence about students’ knowledge, Identify opportunities for students to assess their Identify evidence to be used in assessing student
skills, and understanding used to inform teaching own learning achievement against the outcomes (summative
(formative assessment) assessment)
 Comprehension questions based on
 TEAL paragraphs based on characters and different scenes of ‘Honey Spot’
their relationships and themes portrayed  Scene analysis
in ‘Honey Spot’.  Understanding the conventions of a play
 and how it creates meaning through
staging, setting, scene analysis, etc.


MODIFICATIONS & EVIDENCE OF

OUTCOMES TEACHING AND LEARNING
EXTENSION LEARNING/RESOURCES
From the selected C. STRUCTURED D. CORE UNDERSTANDINGS Consider what evidence of
outcome(s), list the (ADJUSTED) What do you want the students to do to achieve the learning learning is required to
outcome content WHAT DO YOU WANT goals? determine the level at which
students will cover for THE STUDENTS WHO students are achieving
learning experiences. ARE NOT ABLE TO This section should: outcomes.
ACHIEVE CORE  list activities in which students will engage with the central
UNDERSTANDINGS concepts of the unit
TO DO TO ACHIEVE  show the logical sequence of activities
THE LEARNING  show how all three types of assessment (as, of and for) will be
GOALS? addressed to develop students learning
 Embed Formative Assessment strategies in the core teaching
This section should: and learning activities
list the  Include a culminating activity that brings all learning of the unit
questions/activities together
which build foundation
knowledge,
understandings, and
skills to support
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students’ progress to
achieving core learning
experiences and
understandings
Lesson 1: Introduction  Brainstorm in English
 In student English books and as a class, teacher and students books
brainstorm and discuss:  Whiteboard/Smartboard
o What is a play?
o Where are plays held?
o Have students seen any plays? If so what were they?
o Can students provide any examples of plays that they
know of?
o Do students know the structure of a play script? What is
included in a play script?
o Why do people see plays?
o Any other interesting facts that students know in  ‘Differences and
relation to what’s involved in a play and play script? Similarities between plays
and Poems’ WS
The Differences Between Plays, Prose and Poems
 Teacher asks students “Do you like listening to poems or
watching plays? Why?”
 Students are to complete worksheet ‘Differences and
Similarities between plays and Poems’.
 Teacher and students discuss answers as a class.
Lesson 2:
 Students are to read, discuss and complete worksheet ‘What is  ‘What is a Play Script?’
a Play Script?’ WS
 Teacher hands out worksheet ‘Annotation of a Play Script  ‘Annotation of a Play
‘Angels Children’. Teacher and students specifically look at the Script ‘Angels Children’
structure of a script. WS
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 Students are to complete worksheet ‘Annotation of a Play  ‘Changing Prose into a

Script ‘Angels Children’. Play Script’ WS
 Teacher then hands out ‘Changing Prose into a Play Script’.
 Teacher and students read excerpt from The Lion, the Witch
and the Wardrobe. Students are to then change the prose into
a play script.
Lesson 3:
 Teacher hands out play ‘Honey Spot’.  Play ‘Honey Spot’
 Teacher and students are to read and talk about the blurb of  Brainstorm about blurb of
‘Honey Spot’ play
 Teacher and students are to then focus on the front of the play.  ‘Introducing Honey Spot’.
Students and teacher look very carefully at the cover of the WS
play.
o What is the significance of the colours used?
o What is the artist “saying” by her presentation of the
ballerina and the Aborigine?
o What are the connotations of the title The Honey Spot?
 Students and teacher to brainstorm or dot point notes on
board and students copy down in their English Books.
 Teacher hands out worksheet ‘Introducing Honey Spot’.
 Students are to complete the above worksheet which focuses
on the front cover, blurb and predictions of the play.
Lessons 4 - 6 Understanding Honey Spot
 Teacher hands out ‘Honey Spot – Plot’ worksheet.  Play – ‘Honey Spot’
 Teacher and students are to read together the plot of the play  ‘Honey Spot – Plot’ WS
and talk about what their thought on the play is  ‘Understanding Honey
 Teacher hands out worksheet ‘Understanding Honey Spot 1’. Spot 1’ WS
 Teacher and students read through the synopsis and the  ‘Understanding Honey
importance of Aboriginal Language, especially that of Noongar Spot 2’ WS
which is focused on in the play.  A3/A4 paper
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 Teacher and students complete worksheet. All question on  ‘Understanding honey

handout. Spot 3 – Research’ WS
 Teacher hands out worksheet ‘Understanding Honey Spot 2’. 
 Teacher and students read through the importance of an
Aboriginal Totem, especially focused on in the play.
 Teacher also hands out A3/A4 paper to students in order for
them to create their own totem. Student totems will be
presented to the class and also displayed in class.
 Teacher and students also read the 2 excerpts on worksheet
based on significance of animals and totems in Aboriginal
culture and complete corresponding questions found on
handout.
 Teacher hands out worksheet ‘Understanding honey Spot 3 –
Research’.
Lessons 7 and 8:
 Teacher and students read Scenes 1-5 of ‘Honey Spot’ as a  Play - Read scenes 1-5 of
class. Make sure to choose students to read the different ‘Honey Spot’
characters represented in the play in order for the students to  ‘Reading Honey Spot –
gain a clear perception of the play and as a dramatic Scenes 1-4’ WS
representation. As a suggestion, teachers and students should
act out certain scenes if time permits.
 Teacher hands out worksheet ‘Reading Honey Spot – Scenes 1-
4’ and answer questions.
Lessons 9 and 10:
 Teacher and students read Scenes 6-10 of ‘Honey Spot’ as a  Play - Read scenes 6-10 of
class. Make sure to choose students to read the different ‘Honey Spot’
characters represented in the play in order for the students to  ‘Reading Honey Spot –
gain a clear perception of the play and as a dramatic Scenes 6-10’ WS
representation. As a suggestion, teachers and students should
act out certain scenes if time permits.

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 Teacher hands out worksheet ‘Reading Honey Spot – Scenes 6-

10’ and answer questions.
Lessons 11-13: Stage Directions and their Meanings
 Teacher hands out ‘Honey Spot – Stage Directions and their  Play – ‘Honey Spot’
Meanings 1’ worksheet.  ‘Honey Spot – Stage
 Teacher and students read Scene 7 from Honey Spot. Directions and their
 Teacher and students complete the table on the worksheet Meanings 1’ WS
which focuses on language techniques and how meaning is  TEAL System
created through these techniques.  Group work - ‘Honey Spot
 Teacher then scaffolds a TEAL paragraph using the analysis they Poem’ WS
have used to complete the table on the worksheet. Teacher to  ‘Honey Spot – Stage
reconfirm student understanding of TEAL system and create Directions and their
paragraph with students. Meanings 2’ WS
 Group Work
o Teacher places students into groups of 4.
o Teacher then hands out ‘Honey Spot Poem’ worksheet.
Worksheet is to be printed on A3 paper for each group.
o Teacher and students read the poem as a class. This
poem is also located in Scene 7.
o Teacher then instructs that in their groups, students are
to highlight all the techniques found in the poem. In
addition, in dot points, students are then to write down
each of the meanings created through the language
techniques that they have highlighted.
o Once finished, a student from each group is to present
their findings to the rest of the class.
o While a student is presented, if new information is
presented that a group has not written down, they are
to write down these techniques and meanings on their
group annotation in a different colour (to differentiate

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what information is their groups and information

received from other groups).
o Once the exercise is complete, teacher is then to collect
the group annotations, collate information and create
an annotation sheet for students so that students all
have a copy of the analysis of the poem.
 Teacher hands out worksheet ‘Honey Spot – Stage Directions
and their Meanings 2’ worksheet to students.
 Students are to re-read scenes 1, 6 and 9 to refresh their
memories.
 Students are to answer corresponding questions on worksheet
and complete tables on worksheet for further analysis.
Lesson 14: Honey Spot – Setting
 Using the Smartboard, teacher and students watch the  Play – ‘Honey Spot’
following YouTube clip:  Smartboard and YouTube
https://www.youtube.com/watch?v=YIDF6fDlEhE  ‘Honey Spot – Setting’ WS
 Teacher and students then discuss how the set was portrayed,
what students observed, how did the actors move on stage,
etc. (Students might need to watch this a second time in order
to clearly observe the staging of Honey Spot).
 Teacher hands out worksheet ‘Honey Spot – Setting’.
 Students are to create their own set design of ‘Honey Spot’,
understanding that there are three locations used in the play
and that all locations must be accessed in their set design
creation. Encourage students to think about mechanical devices
that can be used to transform the stage instead of separating
the stage into 3 sections to suit the three locations of the play.
Lessons 14 and 15: Characters and their Relationships
 Group Work  Play – ‘Honey Spot’
o Teacher places students into groups. There should be 5  Group work - ‘Honey Spot
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groups in total. – Characters and their

o Teacher then hands out ‘Honey Spot – Characters and Relationships’ WS
their Relationships’ worksheet.  ‘Honey Spot – What Did I
o Teacher and students read worksheet information Find?’ WS
together.  ‘Honey Spot – Characters
o Teacher then hands out ‘Honey Spot – Characters and and their Relationships 2’
their Relationships 2’ worksheet WS
o Teacher allocates each group a character (look at
‘Honey Spot – What Did I Find?’ worksheet). From this,
each group is to find quotes to correspond to their
personalities, character traits and relationships with
other characters within the play. Allocate enough time
for students to find sufficient quotes in order to create
analysis for each character.
o Students are to complete the worksheet ‘Honey Spot –
Characters and their Relationships 2’ in their groups.
o Once students have finished, each student is to join
another group and fill out information based on another
character and their relationship. From this, in the ‘new’
groups created, there should be a different member
from their original group, so that each student
completes each section of the worksheet.
o NOTE: There should be a student from every group to
create the new group. Therefore, everyone in the ‘new’
group should be sharing new information, so by the end
of the lesson, the ‘Honey Spot – Characters and their
Relationships 2’ worksheet should be completely filled.
o Students to share responses with class.

Lessons 16: Characters and their Relationships Extended

Response  Play – ‘Honey Spot’

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 Teacher is to use last lessons work ‘Honey Spot – Characters  ‘Honey Spot – Characters
and their Relationships 2’ table information to form a class and their Relationships 2’
TEAL paragraph construction with the class. WS
 Teacher and students to highlight the following in different  TEAL System
colours:  Smartboard/Whiteboard
o Topic Sentence
o Example
o Analysis
o Linking and Concluding Sentence

Lessons 17 and 18: Themes in Honey Spot

 Teacher and students brainstorm potential themes that are  Play – ‘Honey Spot’
portrayed in the play after reading it (see lessons 7-10)  Whiteboard
 Teacher then creates a table on Smartboard writing these
themes down in a column that are suggested by the students.
The teacher and students then in another column
corresponding to the themes written down, write down
suggested scenes and events of the play that correspond with
the themes.
THEME SCENE/QUOTE
 

 The teacher then selects the themes that they think are the
most important and break the class into theme groups. Within
these groups, students then need to find quotes that are
relevant to these themes on butcher’s paper.
 Students need to present their findings to the class
Lessons 19 and 20: Racism (Theme)
 Teacher hands out worksheet ‘Honey Spot - Themes of Racism’.  ‘Honey Spot - Themes of
Students to complete worksheet. Racism’ WS
 Teacher then hands out worksheet ‘Honey Spot - Themes of  TEAL System
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Racism 2’.  ‘Honey Spot - Themes of

 Teacher and students fill out analysis table with quotes already Racism 2’ WS
given. Teacher should only guide students in their analysis for
the last 2 quotes in the table after modelling how to write
analysis for quotes in the table. Let the students have a go.
 Teacher and students then create a class TEAL paragraph based
on the analysis table completed on the worksheet ‘Honey Spot
- Themes of Racism 2’. This TEAL paragraph task is written on
the worksheet.
Lesson 21: Honey Spot and Australia’s History (Theme)
 Research Task: (This could be completed in small groups of 2)  Play – ‘Honey Spot’
o Students are to complete ‘Honey Spot - Australian  ‘Honey Spot - Australian
History Research Task’ worksheet. History Research Task’
o This research task should be presented as an  Laptops/Library
information sheet. Make sure to encourage students to
present the fact sheet in an appropriate manner to fit
the criteria.
o Teacher to either book library or English laptops for
research task to be completed.
o Students are to research 5 major events that occurred
in Australia from 2000 in the form of a timeline.
o Students are to also include 5 corresponding images
alongside their timeline research.
o Students are then to use the quotes attached on the
worksheet and research an image to match the quote
from the play. Encourage students to think ‘outside the
box’ and be imaginative and creative when connecting
an image to the quote.
o Students are then to explain why they have matched
their image to the specific quote in relation to the play.

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Lesson 22: Honey Spot and Culture (Theme)

 Play – ‘Honey Spot’
 Teacher to write CULTURE on the whiteboard – while students  ‘What is Culture?’ WS
call out any words that come to mind, teacher writes answers  Smartboard/Whiteboard
on the board for students to copy into their books  ‘Honey Spot – Theme of
 Teacher the hands out worksheet ‘What is Culture?’ Culture’
 Students are to complete the worksheet individually. Once
worksheet is completed, students share answers with each
other.
 Teacher pauses class to talk about what culture is evident in
‘Honey Spot’ – How does Jack Davis show Indigenous culture?
 Teacher writes answers down on smartboard or whiteboard for
students to copy down in their English books.
 Teacher hands out worksheet ‘Honey Spot – Theme of Culture’.
 Students are to complete the analysis table.
Lessons 24-26: Reconciliation
 Teacher and students to brainstorm what the term  Play – ‘Honey Spot’
‘Reconciliation’ means and involves.  Smartboard/Whiteboard
 Teacher to write responses on whiteboard and students to  ‘Five Fast Facts –
copy down notes in their English books. Reconciliation Australia’
 Teacher displays ‘Five Fast Facts – Reconciliation Australia’ on WS
Smartboard. Teacher and students read together and discuss as  ‘Honey Spot – Theme of
a class. Reconciliation’ WS
 Teacher initiates discussion about any significant things that  Sorry Day WS
may have occurred in the media that involve Indigenous
people/s > e.g. sport, discrimination
 Teacher to talk about Sorry Day – the sorry speech given by
Kevin Rudd
 Students to answer questions about Sorry Day
 Teacher to initiate discussion about reconciliation in ‘Honey

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Spot’
Lessons 26 and 27: Honey Spot – Putting it all Together
 Using the themes of Racism, Australia’s History, Culture and  Play – ‘Honey Spot’
Reconciliation, teacher is to model an extended response with  TEAL paragraph
the class discussing the themes presented in the play ‘Honey  Smartboard/Whiteboard
Spot’ and how meaning is created through these themes.
 Extended response should include:
o Introduction
o 2 paragraphs on 2 themes
o Conclusion
 The extended response should have minimum of 4 paragraphs
using the TEAL system.
 Once extended response has been completed, students need to
highlight the TERAL system used within the paragraphs. 4
different colours should be used to do this and a key should be
used.

Teacher to hand out assessment notification to students

Teacher to explain what is asked of them from assessment task
Lessons 29-30: Assessment Preparation
Assessment task: TBA

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